ERIC Number: ED415607
Record Type: RIE
Publication Date: 1997-Jul
Reference Count: N/A
Interventions for Students with Learning Disabilities.
NICHCY News Digest, v25 Jul 1997
This news digest issue, which accompanies a bibliography titled "Learning Strategies for Students with Learning Disabilities", focuses on two promising interventions for students with learning disabilities: helping students develop their use of learning strategies and helping them develop their phonological awareness. In the first article, titled "Teaching Students with Learning Disabilities To Use Learning Strategies," Neil Sturomski briefly discusses the learning difficulties of students with learning disabilities, defines "learning strategies," gives examples from the reading field, and reviews research on the use of learning strategies. He then details a six-step process for teaching learning strategies: (1) pretest and motivate students, (2) describe the strategy, (3) model the strategy, (4) practice the strategy, (5) provide feedback, and (6) promote generalization. The second article is "Phonological Awareness" by William Ellis. It discusses the important role that phonological awareness plays in reading ability and notes that 15 to 20 percent of children do not learn to read successfully unless they receive direct instruction in phonological awareness. This article also offers suggestions for activities to enhance phonemic awareness in students and urges better training of teachers in phonemic awareness. (The two articles contain 26 and 25 references, respectively.) (DB)
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Intervention, Learning Disabilities, Learning Strategies, Metacognition, Phoneme Grapheme Correspondence, Phonics, Phonology, Reading Instruction, Teaching Methods
NICHCY, P.O. Box 1492, Washington, DC 20013; toll-free telephone: 800-695-0285; telephone: 202-884-8200; e-mail: email@example.com
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Information Center for Children and Youth with Disabilities, Washington, DC.
Identifiers: Phonological Awareness
Note: For related bibliography, see EC 306 092.